Muhammad Rifqi Rofiuddin, 2014 Application Of Five-Stage Conceptual Teaching Model By Utilizing Cmaptools To Analyze
Conceptual Change And Cognitive Learning Outcomes On Light And Optics Topic Universitas Pendidikan Indonesia
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CHAPTER I INTRODUCTION
A. Background
Students are viewed as goal-directed agents who actively seek information as it is stated based on Piaget 1978 that they come to formal education with prior
knowledge, skills, beliefs and concepts that significantly influence what they notice about the environment and how to organize and interpret it in order to
develop their thinking process. The process of transferring knowledge especially during teaching and learning science is focused on the completion of thinking
pattern as stated on Educational Ministry Regulation No.68 year 2013 that involves nine main aspects such based on student-centred approach, interactive
learning, network based learning, active learning, team-based learning, multimedia based
learning,independent learning based on students’ needs, multidiscipline that integrate essentials knowledge and critical learning.
It is distinctly seen that the basic competence in the science content at secondary level deals with mastering scientific concept through describing,
explaining, classifying, applying concepts and formulas, investigating through experiment
based on students’ inquiry by using scientific method and communicating the results Basic Framework and Curriculum Structure for
Secondary Level, 2013. The basic competence is not only emphasizes on cognitive and psychomotor, but also affective domain such as showing scientific
attitude that covers several aspects such as sceptical, objective, responsibility, creativity, critical, and openness in order to construct an individual with precious
behaviour in real society. Basic competence as the minimum requirement must be achieved by each participants of education therefore mastering science concept at
secondary level is one of the standard competences which are very essential to be developed and implemented as well as constructing good behaviour and
implementing scientific methods. As a good teacher in the future, pre-service science teachers have to mastering scientific concept as the most fundamental
aspect in transferring the knowledge to students.
Muhammad Rifqi Rofiuddin, 2014 Application Of Five-Stage Conceptual Teaching Model By Utilizing Cmaptools To Analyze
Conceptual Change And Cognitive Learning Outcomes On Light And Optics Topic Universitas Pendidikan Indonesia
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In the implementation of science teaching and learning, those expectations are not promising. According to preliminary study that is conducted by the
researcher that aims to figure out students’ problem in learning Physics, it is obtained that most of students find several obstacles and difficulties that describes
by these statements: 1.
Based on the average of mid-term Physics exam results, it is obtained that only three students or 13.64 pass the criterion standard at 80 whereas the
rest of them or 86.36 have score below. 2.
Majority of Students state that physics lesson is extremely difficult that covers 86.36 from total twenty two respondents whereas 13.64 feel
also that physics lesson is difficult. 3.
Several factors that underlineddifficulties in learning Physics such as low motivation in learning is stated by 9.09 of students as well as high
achievement standards, inclusion of complicated formulas is stated by 18.18 of students, and mostly students thinkthat lack of learning media
involvement is considered as main factor that covers 63.64 of total respondents.
4. Students cannot be independent to construct their own idea because they
prefer to learn in group based learning as stated on questionnaire result that covers 59.09.
5. Students’ motivation in learning is low that is indicated by their response
of 72.73 that states willingness to review Physics material only while exam is announced as well as 22.73 of students review only if there is
homework or group assignment. 6.
The learning environment is not supported as stated by 77.23 students that feel boring to conduct the lesson.
Teacher interview is also conducted in order to figure out the reliability of students’ answer. Teacher realizes that insufficient time for students to construct
their own concept is considered as main factor. The statement is align with students’ response because 63.64 respondents recognize that teacher never use
Muhammad Rifqi Rofiuddin, 2014 Application Of Five-Stage Conceptual Teaching Model By Utilizing Cmaptools To Analyze
Conceptual Change And Cognitive Learning Outcomes On Light And Optics Topic Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
specific software in order to visualize concept. The role of teacher during instructional process is also dominant because teacher often uses speech with the
lack of discussion process that is stated by 59.09 students. After doing self- reflection as stated on interview result, teacher thinks that inappropriate teaching
method and media is considered as main factor of lower cognitive outcomes although remedial program is already conducted.
Two main problems underline students’ low achievement results based on preliminary study through questionnaire and teacher interview. These problems
are classified into two; the inappropriate method and time for students to construct their own concept and the lack use of learning media in science teaching and
learning process. In order to overcome those problems; method based on constructivism is essential in order to improve students’ independence in learning
as well as thinking process. Students actively construct new information by making use of their prior knowledge and experience; therefore they construct their
own understanding through the interaction with the physical and social environment Liang and Gabel, 2005. Therefore, learning processdevelops
students strongly held assumptions or ideas that are not consistent with accepted scientific understanding Posner et.al, 1982. As a result, science teaching and
learning must address these ideas. Science teachers need to help students identify their prior ideas and
modify them based on scientific knowledge. This process is called as conceptual change
Aydin and Balim, 2011. One of essential tools to analyse students’ conceptual change is by using concept map. Concept maps are graphical tools for
organizing and representing relationships between concepts that is indicated by a connecting line through linking words Novak and Canas, 2007. Concept map
aims to answer focus question related with particular inquiry that the arranger seek to answer. Concepts and propositions are usually arranged in hierarchical
structure; from most inclusive to exclusive concepts that represents knowledge organization Canas, 2003. In particular period, teacher can analyse the existence
of conceptual change by viewing prior knowledge, misconception, also the
Muhammad Rifqi Rofiuddin, 2014 Application Of Five-Stage Conceptual Teaching Model By Utilizing Cmaptools To Analyze
Conceptual Change And Cognitive Learning Outcomes On Light And Optics Topic Universitas Pendidikan Indonesia
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acquisition and accommodation of new knowledge as maps are modified over time Kern and Crippen, 2008.
Constructing concept map can be implemented by adapting the role of technological information and communication, as it is suitable with Educational
Ministry Regulation No.68 year 2013 that stated the aids of multimedia to support learning process.Bennett, 2003 in Qarerah, 2010 explains that as technology has
become ever central to schooling, assessing students via technology-based methods will be increasingly required.With the help of ICT tools such as
computer and software, complex Physics concepts can be visualized statically or dynamically i.e, graphic animation Utari
et al
, 2013. Institute
for Human
and Machine
Cognition IHMC
has developed
CmapTools,
softwarethat provide many capabilities for the creation of concept maps including highly intuitive, modeless editor and the ability to connect
links into several trusted resources through serves Canas
etal
. 2003. This software is designed based on client-server architecture that allows users to
browse and share concept map that is stored in
CmapServers
distributed throughout
the network
by supporting
synchronous and
asynchronouscollaboration Granados, 2003. Synchronous collaboration through
CmapTools
allows two users to construct concept maps simultaneously in spite of at different place, meanwhile asynchronous collaboration through
CmapTools
is existed by the role of
Concept Map sharing
and
Knowledge Soups
that allow users to add or modify annotations and discussion threads Canas
et al
. 2003.The knowledge soups that is stored in
CmapServer
allows students from distant schools to share claims propositions derived from their concept maps regarding
with any domain of knowledge being studied Canas
et al
. 2003.
CmapTools
has been used as effective tool to construct concept maps. A recent study by Carvhalho
etal.
2001 states that this software allows user to locate resources and web pages that are related to a concept, facilitating the
addition of explanatory resources pictures, videos, interactive flash through the
CmapServers
. This software facilitates users by linking concept propositions through automatic linking words and enabling the navigation from one concept
Muhammad Rifqi Rofiuddin, 2014 Application Of Five-Stage Conceptual Teaching Model By Utilizing Cmaptools To Analyze
Conceptual Change And Cognitive Learning Outcomes On Light And Optics Topic Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
map to another Canas
et al.
2003.
CmapTools
also provide beneficial features that allows user to easily construct
knowledge model
; a set of concept maps and associated resources about a particular domain of knowledge Canas
et al.
2003. Users can create concept map based on their conceptual understanding by
establishing informative linking words and cross links, therefore publish and share them through
CmapServers
, social media or personal websites. Based on the statement above, it is essential to implement research that
able to investigate students’ conceptual change by optimizing the role of technology through
CmapTools
utilization. Conceptual change can be investigated under conceptual teaching strategy that involves concept acquisition process by
modifying students’ prior conception. Therefore, the researcher has intention to conduct research entitles,
“
Application of Five-Stage Conceptual Teaching Model by Utilizing CmapToolsto AnalyzeConceptual Change and Cognitive
Learning Outcomes on Light and Optics Topic
.”
B. Research Problem
